4th Grade Social Studies with Angela Robbins - SD
Summary
TLDRIn this educational transcript, students engage in a multifaceted lesson that combines social studies with reading comprehension. They analyze perspectives from Native Americans and colonial settlers in Delaware, using photographs to visualize life during those times. The class also discusses various viewpoints on contemporary school issues, such as uniforms and technology policies. Through close reading strategies, students examine primary source passages to determine the author's perspective, deepening their understanding of historical and current societal viewpoints. The lesson aims to enhance students' analytical skills and foster a love for reading complex texts.
Takeaways
- 📚 The class has been studying Native Americans and colonists in Delaware, focusing on analyzing different perspectives from various viewpoints.
- 🔍 Students are encouraged to use photographs to activate their understanding of colonial times and extract information for later lessons on perspective analysis.
- 👥 Group work is utilized to discuss and share observations from photographs, aiming to connect these to the broader topics of the class.
- 🌾 The photographs depict scenes such as farming, which helps students to visualize life during colonial times and consider the perspectives of those living in that era.
- 📝 Students are guided to use graphic organizers to record information about settlers, their origins, the areas they settled in Delaware, the resources they used, and what attracted them to the land.
- 📖 Reading activities involve close reading strategies, where students read texts multiple times for different purposes, such as fluency, vocabulary familiarization, and identifying key ideas and details.
- 🔑 The concept of 'perspective' is emphasized, with students learning to identify the viewpoint from which a text is written and to use evidence from the text to support their analysis.
- 📚 The teacher provides background information and context to help students understand the time period they are studying, which is the colonial era.
- 📝 Students are tasked with creating a diary entry from one of the perspectives they've studied, to deepen their understanding of life during colonial times.
- 🤔 The teacher reflects on the importance of evidence from the text versus background knowledge, noting the need to balance both for a comprehensive understanding.
- 📈 The script highlights the teacher's belief that the Common Core standards have fostered a love of reading among students, especially with the inclusion of complex nonfiction texts.
Q & A
What is the main focus of the social studies lesson?
-The main focus of the social studies lesson is to analyze perspectives from different viewpoints, particularly those of Native Americans and colonists during colonial times in Delaware.
What is the essential question the students are trying to address?
-The essential question is 'How do we analyze perspectives from different viewpoints from different people?'
How are photographs being used in the lesson?
-Photographs are being used to help students get a general idea of what colonial times may have been like and to pull any information that might help them later in their lesson when analyzing perspectives.
What is the purpose of using sticky notes during the reading activity?
-The purpose of using sticky notes is to mark important words, vocabulary, and key ideas and details that are relevant to the lesson's theme and social studies focus.
What did the students do with their partners while reading the 'Delaware Adventure' book?
-The students used a graphic organizer to fill out various areas such as where the settlers came from, where in Delaware they settled, what resources they used, what attracted them to the land, and why they settled where they did.
What is the first passage the students are reading called?
-The first passage the students are reading is called 'Prairie Farmers'.
What do the students need to do while reading the passage independently?
-While reading the passage independently, the students need to think about whose perspective the text was written from and what that perspective means.
What strategy has been implemented school-wide to help students with their reading?
-The strategy implemented school-wide is close reading, which involves reading the text multiple times for different purposes to get the most information out of it.
What is the final assignment for the students regarding the colonial times lesson?
-The final assignment is for students to create a diary entry from one of the perspectives discussed, such as a Native American, a child, or an adult from colonial times, describing what their day was like.
What summarizing activity will the students do at the end of the lesson?
-The summarizing activity involves creating a dialogue between two different perspectives, discussing and contrasting their viewpoints on life during colonial times.
How has the Common Core approach impacted the students' attitude towards reading according to the teacher?
-According to the teacher, the Common Core approach has created a new love of reading among the students, as they are now more excited to read and engage with nonfiction pieces and research projects.
Outlines
📚 Integrating Perspectives in History and Literature
This paragraph discusses the educational activities in a classroom setting where students are exploring the perspectives of Native Americans and colonists in Delaware. They are also learning to analyze different viewpoints through the lens of social studies and literature. The teacher introduces the concept of merging these historical topics with the skill of perspective analysis, using photographs as a text feature to activate prior knowledge. Students are encouraged to extract information from these images to aid in later lessons. The teacher guides the students to share their observations and connect them to broader discussions about colonial life and Native American experiences.
🔍 Analyzing Textual Evidence for Perspective Understanding
The second paragraph delves into the specifics of how students are taught to analyze perspectives within texts. The teacher emphasizes the importance of using textual evidence to understand differing viewpoints, particularly in the context of historical accounts. Students engage in close reading strategies, such as reading texts multiple times for different purposes, using post-it notes to identify key vocabulary, and discussing the possible authors and time periods of the passages. The teacher also highlights the need for students to distinguish between their own background knowledge and the evidence presented in the text, focusing on the perspectives of children and settlers during colonial times.
📖 Reflecting on Colonial Life Through Reading and Diary Entries
In this final paragraph, the teacher wraps up the lesson by having students reflect on the perspectives of different individuals from colonial times. The students are tasked with creating a diary entry from one of the perspectives they've studied, such as a Native American, a child, or an adult settler. They are also asked to create a dialogue between two different perspectives, encouraging them to think deeply about the contrasting experiences and viewpoints of people during that era. The teacher reflects on the success of the lesson, noting that the students have developed a newfound love for reading and a better understanding of complex texts, which aligns with the goals of the Common Core curriculum.
Mindmap
Keywords
💡Social Studies
💡Perspectives
💡Colonial Times
💡Photographs
💡Graphic Organizer
💡Pilgrims
💡Perspective Analysis
💡Evidence
💡Diary Entry
💡Common Core
Highlights
Students are learning about Native Americans and colonists in Delaware from a social studies perspective.
The class discusses analyzing perspectives from various viewpoints, including current topics like school uniforms and cell phones in school.
The lesson integrates social studies with reading by using photographs to analyze colonial times.
Students are encouraged to extract information from photographs to aid in later lessons on perspective analysis.
A classroom discussion about the appearance of pilgrims and the prevalence of farms during colonial times.
Students connect the photographs to the concept of perspectives and discuss the settlers' possible opinions about the future.
The use of a graphic organizer to identify where settlers came from and why they chose to settle in certain areas of Delaware.
Students preview passages to identify important vocabulary and key ideas related to the settlers' experiences.
A focus on the time period of the passages, which is identified as colonial times, to provide context for the reading.
Students are instructed to read a passage independently to determine the perspective from which it was written.
The importance of using evidence from the text to analyze the perspective of the passage, rather than relying on background knowledge.
Students engage in a close reading strategy to extract academic vocabulary and main ideas from the passages.
A classroom activity where students create a dialogue between two different perspectives on a given topic.
The assignment to write a diary entry from one of the perspectives discussed in class to deepen understanding.
Reflection on the effectiveness of the lesson and the impact of Common Core on students' reading habits and engagement.
Transcripts
during social studies you guys have been
talking with mrs. Rodriguez about Native
Americans that have come to our area
you've also been talking about colonists
that have settled here in Delaware
during reading we have been talking
about analyzing perspectives we've
talked about perspectives from an aunt
and a boy we've also talked about our
own perspectives from current topics
such as uniforms in school extended
school year cell phones in school
vending machines in school so now what
we're going to do is we're going to
merge those two topics we're going to
merge our social studies aspect of
Native Americans colonial times and
colonists and our analysing perspectives
so our essential question is going to be
how do we analyze perspectives from
different viewpoints from different
people we're going to activate that
today by looking at photographs which is
also a text feature that we've been
talking about during our literacy
reading time you're going to work in
your group and just take about a minute
to look at these photographs with these
photographs I want you to just get a
general idea of what colonial times may
have been like okay and see if you can
pull any information out of these
photographs that you think's going to
help us later in our lesson when we're
analyzing perspectives okay they lose
tons like we do when we go camping but
that's like a normal that's going where
those
and there's not that many people when we
get kids probably don't suppose yeah
that's why they live mm-hmm who would
like to share out what you saw in your
photograph or what you found interesting
or what might connect to what we've been
discussing
they look like pilgrims okay it looks
like there's some pilgrims anybody want
to add to what Liberty has said there's
lots of formid there's lots of farms
okay I see Jay saying me too he agrees
nice job geez Diego what would you like
to sell then the bunt band Eli's there's
a facade houses okay the saudi houses so
you made that text connection which i
really like go ahead and sitting around
the fire telling opinions about the
future oh they're sitting around the
fire timeout opinions about their future
do you think their future that they'd
ever expect us to be where we are today
no probably not
right there's access and they could have
pulled the wagons to get somewhere they
could have used the oxen to pull their
wagons their covered wagons to get to
the destination they were going nice job
I understand some of you still want to
share but we need to move on I'm going
to click your photographs you did an
amazing job analyzing these pictures
right before this lesson the students
used our delaware adventure book while
reading the book they read with their
partners used a graphic organizer to
fill out various areas that these
settlers came from in which areas in
Delaware that they settled what
resources they used what attracted them
to the land and why they settled where
they did well we previewed the passage
previously can somebody tell me what we
previewed it for what we pre viewing
these passage for what did you do with
partners when you worked with them the
goal was to bullish sticky notes on okay
I wanted sticky notes on the papers what
purpose did those sticky notes serve
important in words important words write
important vocabulary some of the
vocabulary words we came up with we
posted on the back wall that you wrote
after you did that you look for key
ideas and details as Delilah said to
we're going to read it for a different
purpose we're going to read it looking
at perspectives we're going to analyze
it we've not talked about who wrote
these passages we've not talked about
the time period of these passages that's
why I showed you the pictures to help
get you thinking about the time period
so who can tell me now by a raise of
hands what time period you think we're
going to be reading about come on Meal
Time colonial times very good so how
we're going to do this is the very first
passage you should have in front of you
is called prairie farmers so go ahead
and take that passage you can remove the
post-it notes from it because they're
going to be in the way while you're
reading you are going to take about
three minutes maybe five depending on
how long it takes you and you're going
to read this text independently while
you're reading I want you to think to
yourself whose perspective was this
written from what's perspective me
what's a perspective mean Madison what's
another word for perspective be pulling
their viewpoints nice job so you're
going to analyze this piece of text
you're going to break it apart you're
going to study it okay you're going to
look through it to find out whose
perspective whose viewpoint this came
from in doing that you're going to have
to look at evidence and attach and
you're have to use the test to help you
in order to delve deeper into common
core I feel the students need to be able
to look in and use evidence to clearly
see that everyone's perspective is not
the same they sell that within
themselves and their daily lives but
looking through the lens of a historian
they need to realize that as well with
some to look forward and Thomas like his
brother it okay so it has to be like a
kid a child
in whose perspective do you guys think
that it's restless farmers are getting
its farmers Oh kids farmer or a farmer's
child possibly okay and today's lesson I
was very pleased that they were able to
delve into the text I think it's because
we spent so much time talking about
perspectives and analyzing what it meant
so once they broke into their expert
groups they were able to dig in and
delve in without my guidance standing
there looking over them we are going to
read this one Oh group we will set up a
large house in a big village now we use
long poles to build its structure the
root covers the cooking area so that it
is even bigger than the floor a strategy
that we have implemented school-wide or
close readings the students have that
down to a science as to when they're
reading an informational text the best
way to read it in order to get the most
information out of it so with this
particular passages the students read it
once independently quietly to themselves
they read it a second time with a
partner to help increase that fluency
and just familiarize themselves with the
vocabulary the third time they read it
they use post-it notes to pull out
academic or content vocabulary instead
of giving that to them I thought that
was important that they pull out the
vocabulary words that they thought went
along with our theme and social studies
that we're currently working with and
then they looked through it a fourth
time to find the main idea or key
details okay so you think it's a boy now
let's take this a little deeper system
if you're right girls can't have sisters
you're exactly right you don't just have
to have brothers you're telling me that
you think it's a child let's agree on
that it's child do you think it's the
same child that the other passage came
from or do you think it's a different
child it's really okay what do you mean
you say different what do you think the
other where do you think the other child
was from and what do you think this
child is from what are your thoughts
this one this child is like a village
and then when you're in this one they're
like and they're like think I know what
you're saying the first child lives in a
village and rocky chimed in rocky you
said Brittany said they're in a village
and then what did you say they're Native
Americans to us agreed that this is a
Native American trial nice job boys and
girls our third and final passage as I
said you have already pre read it
independently and with partners but now
I'm going to read it to you so go ahead
and remove your post-it notes and please
follow along as I am reading settlers
came to this area to build farms they
found the land difficult to plant in
you're going to take about another
minute in your group jot down whose
perspective this was written from you
are going to decide as a group what is
their perspective of this time period
what was life like for them that's going
to be the top box of your organizer the
bottom box is the word evidence
what's evidence mean what does evidence
mean proof find proof that's what I was
looking for important details and proof
I wondered how the Pioneer plan wash us
wash plants say grain without the rain
so the hunt
the hunting were so hot yeah cos when
it's me the dad what was that one it's
in him cuz he went the dad went to suit
huntin and found the prints that fit for
their family no and what are we finding
for evidence that their life was harsh
that they can't just go to a grocery
store and buy food they had the farm we
work hard okay they define work hard
they run they can't run to Walmart like
we've got now get an education they
didn't get a very good education because
it didn't have schools better very good
well they had schools but today they're
working the schools were a what kind of
school week a week school it was a
weaker school but they were all together
in one classroom
well grade levels because and if you
forgot the firewood for the class then
you would have to get in the back over
oh it's really cool and nice job pulling
that background knowledge because that
wasn't in your text was it that's what
you've learned during social studies
with another teacher is that they had to
bring their wood to heat their home or
heat their schools you didn't bring it
and guess what your punishment was your
sister back of the room being cold then
do you think you'd forget it again no no
very logical consequence isn't it nice
nice job
any other evidence to support we're
still thinking an area that I would like
to see improved I felt they pulled too
much of their background knowledge and
maybe not as much as evidence from the
text and that comes from the previous
lessons that we've done with settlers so
they feel confident in that subject so I
would just explain to them next time
only evidence from the text at this
point and then when you go to do your
diary entry you can pull more of your
background knowledge into that part of
it a speaker from each group is going to
come out and share out Brittany and
Collett are experts on prairie farmers
and one of you could please share what
was the perspective of it was a child
the farmer's child the life was happy
because they enjoyed their life but they
had to work okay do we all kind of a
Greek as we read that passage would you
say the child's life was happy they
didn't seem miserable did they they
seemed happy and content but they had
work to do
they couldn't play video games right
they couldn't just sit back and watch
television they didn't have video games
their life was different than our life
today what's your evidence to support it
Colin no way meat no fire and school and
you would be punished and have to sit in
the cold we had to build fences we had
to borrow plows farms other families we
will sell corn to buy more animals it
was my job to gather firewood and water
let's give them a round of applause for
presenting the perspective ago and now
let's have settlement who are my
speakers for settlement what was the
perspective the settlers life was hot
was harsh okay it was harsh harsh
meaning hard it was difficult
what was your evidence that it was harsh
or hard they can't go to stores to get
food they need to plant their own okay
they'd plant their own food what else
once they're done with those questions
independently we will share them as a
whole the final assignment is actually
to create a diary entry they can choose
one of the perspectives whether it's a
Native American perspective the child
perspective from colonial times or an
adult perspective and write a diary
entry of what their day was like during
colonial times our summarizing activity
we will finish filling in our graphic
organizers at a later point our
summarizing activity you're going to
create a dialogue you're going to create
a dialogue between two different
perspectives you can use the Native
American child or the settlers or
farmers child or the adult settler in
that dialogue you're going to go back
and forth just to conversations what
they might say to each other
okay remember I did that with you the
other day when we did homework my
dialogue was homework was important okay
it helped review what I did in class you
came back at me and said mrs. Robbins
it's not important I have to help a
dinner and I play ball and I say that's
not important homework is going to take
you farther in life and you said this is
Courtney and you said it's important to
eat right so that was our dialogue back
and forth about the perspective of
homework you're going to have a dialogue
back and forth from the perspective of
two of these people we have three
you need to choose - one person's going
to be in one color one person's going to
be in the other color and you're going
to complete the tri-fold
I can honestly say that with common core
I feel like my students have created a
new love of reading and with pulling in
these different text complexities and
the information on the nonfiction pieces
the students have embraced it and
they're wanting to read and they're
excited to read that next nob or do a
research project with it so I feel like
as teachers now that we know what our
focus is it's a more clear focus we can
find activities and novels nonfiction
pieces to pull in to help them find the
love of reading that as teachers we all
want our students to have
استعرض المزيد من الفيديوهات ذات الصلة
How To Read A Book by Mortimer J. Adler | Readers Books Club
【古文-1】歴史的仮名遣い①
Making Connections between Texts || GRADE 9 || MELC-based VIDEO LESSON | QUARTER 2 | MODULE 1
Read, Understand, and Remember! Improve your reading skills with the KWL Method
Harwigg FDBK (CEL)
AP Seminar: Understanding Stimulus Materials – Part 1
5.0 / 5 (0 votes)